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Title III Institutional Objectives
The Title III grant period runs from October 1, 2011 to September 30, 2016
Objective 1:
Six-year graduation rates will increase to a minimum of 54%
Objective 2:
Retention to the second year will be at least 78%.
Objective 3:
Six-year graduation rates for Daemen underrepresented minority students will meet or be within 5% of the six-year benchmark rate of Carnegie peer institutions.

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Objective 4:
Deficiencies and withdrawals (C-, D, F, and W grades) in math & science gateways will decline.
Percentage of students with C or above
Objective 5:
A minimum of 35% of freshmen who complete CMP 101 will score at a level 2 or higher on the AAC&U VALUE Rubric for Written Communication.
Objective 6:
85% of full time faculty in gateway courses will have participated in faculty development activities to improve instruction and 66% will have adopted new instructional techniques/ technologies.
Objective 7:
Over 50% of incoming Daemen students will participate in targeted interventions and activities to strengthen college-readiness, success in gateways, and overall retention and persistence.
Objective 8:
85% of full time faculty will have knowledge of intrusive advising techniques/advising best practices.
Objective 9:
Increased retention will add $1.3 million in revenue.
Objective 10:
$300,000 in Title III grant funds will be added to the endowment.

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Outcome: Workshops Delivered:
Computer Skills Blackboard Eco Trail Tour Communication Learning Strategies Exercise & Nutrition Library Skills Reading Skills CPR Excellence Your 4-year Plan Entrepreneurship Surviving Freshman Year Career Exploration Coaches Science Department Talk Out
Overall Student Feedback on 16 Workshop Sessions
Will this workshop contribute to your academic success Will this workshop make getting used to college easier Will this workshop make you feel more confident about meeting the challenges of college? Was the presenter effective in getting across useful ideas and information? Do you feel you would go to the presenter during the semester to talk about your questions and concerns?
Rating Range 5 (high)/1 (low) 5.00-4.13 5.00-3.44 5.00-3.60 5.00-3.70 5.00-3.38
Writing Science and Technology (30 contact hours)
Professor Bono assessed each of the students using the same criteria we use to assess the effectiveness of writing and reading across the curriculum, the AAC&U VALUE rubrics for Written Communication and Reading. Using the VALUE rubrics: Average Score Written 1 1.219 Written 2 1.563 Reading 1 1.500 Reading 2 1.750
During the two weeks, 8 of the 16 improved their written communication from assignment 1 to assignment 2, and 4 students improved from the first to the second reading assignment. In addition, all students received extensive qualitative feedback from the instructor, designed to foster better writing processes, better scholarly practices, and skills like “clarity” and “concision.” Two students were moved from CMP 97 to CMP 101 and two students who initially felt they were prepared to “place out” of CMP 101 found that they needed additional writing preparation that this course “made visible.”
Student Feedback on “Writing in Science & Technology Course” (response rate: 15/16)
• 100% agreed or strongly agreed that “Professor Bono was effective in encouraging me to learn how to improve my English.” • 100% agreed or strongly agreed that “I feel better prepared for CMP in the fall.” • 100% agreed or strongly agreed “I understand how I can improve my writing.”
Student Feedback on Changes in Perceptions Before and After SMART Summer Experience
I used to think...
Professors didn’t care about you I wouldn’t survive in college It would be hard to adjust to the school not knowing anyone I will be lost and fail I didn’t know a lot I would not make it because of my confidence level
Now I know...
They do If I manage my time wisely I can do it There are many people I can go to for help I will pass, I am comfortable and can help others around Where stuff is and feel more prepared for class and people I will be more than ready
Assessment of Student Learning and Persistence:
The ETS Success Navigator instrument was used to assess attrition risk factors. “Stress management” and/or “test anxiety” emerged as risk factors for 9/16 students. Student midterm and end-of-semester grades will be tracked. In addition to the pre-post writing skills evaluation during the summer, Prof. Bono will do follow up evaluation of student writing skills during the fall 2013 semester. A more comprehensive study is planned that will match the demographic and academic characteristics of the participants and compare outcomes with another group of students who were invited to participate in the program but who did not.
For additional information, please contact:
Dr. Blake Thurman Executive Director, Retention Activities RIC 314 bthurman@daemen.edu 839-8482

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Title III Instructional Technology Initiative:
Daemen TEC Lab
Technology Enhanced Collaboration (TEC) Lab Duns Scotus 135
Collaboration Power
• • • • • • • • • • 30 Student Laptops 1 Instructor Laptop 5 On-table 42” Monitors 1 Large 80” Monitor In-Room Network Printing Room-wide and Local Station Audio capabilities Mobile and Stationary Whiteboards Five 6-person Stations Multiple Lines of Sight Wired and Wireless Internet
Daemen Faculty and Student Approved
The TEC Lab working group considered several classroom designs, components, and color schemes. In soliciting faculty and students, a collaborative star formation was selected because of the collaborative nature of the layout, the multiple lines of sight, and ease of discussion. Equipment was selected to fulfill empirically based pedagogy techniques in such room designs. Finally, the color schemes were also researched with Daemen College faculty and students. Overwhelming support for a brighter colorful scheme with traditional wood-grains offered a comfortable but inspiring environment for student learning.
Simplicity in Technology
The Daemen College TEC Lab provides a powerful collaborative learning experience through simple interfaces and designs. Faculty members will be able to easily switch between the instructor station and those of individual students for full class presentation in only two button pushes. When students are working at their stations, the use of a single button will display an individual student’s work to the station’s table for collaboration. Behind the simplicity is a powerful infrastructure of network equipment. The room’s full function is literally only a few button pushes away.
Special Thanks
The TEC Lab would not have been possible without our partners... • U.S. Department of Education Strengthening Institutions Program • Office of the President • Office of Academic Affairs • Office of Business Affairs • Academic Computing Services • Maintenance Department • Purchasing Department • Center for Excellence in Teaching and Learning • Experimental Classroom • Millington Lockwood • AV Solutions

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Title III URM Retention Intervention:
Daemen College Men’s Leadership Academy (DCMLA)
Rationale
According to a study on black male college graduation rates in The Urgency of Now, in 2009-10 the national graduation rate for black males was 52%, and 37% for black males in New York State. Research and programs that inspired the Academy: • The Call Me Mister Program • The Posse Foundation • The Pact
Overview
The DCMLA is designed to help groom and develop students’ emerging leadership qualities while helping to keep them focused on success in their studies. As members of this select group of young men, they will be exposed to professionals from Daemen College and the Buffalo community. The DCMLA committee is looking for young men who are serious about becoming all they can be and leaving a lasting impression with their peers, professors, and the Daemen College community at large. Members receive personalized DCMLA business cards and a DCMLA polo shirt.
Goals
• • • • • • • Aid in the transition from high school to college, with the ultimate goal of persistence to graduation. Increase students’ academic performance Create a cohort of colleagues striving for excellence Build members’ relationships with peers, college personnel and, community leaders Develop and hone leadership skills and take advantage of leadership opportunities Build professional and mature communication skills Sharpen social media etiquette skills
Program Details
Target Population: Underrepresented male students
Participants: 10 DCMLA members in Spring 2013; 15 other students participated in DCMLA events Activities: • DCMLA Event: Finding Your Way - Patrick Jackson • Initial DCMLA Meeting - Group Discussion • LEADS: WNY Student Leadership Conference • LEADS: #Socialmedia to Get Your Dream Job • DCMLA Meeting - Group Discussion w/ Malcolm filling in for Frank Williams • DCMLA Meeting: Lamark Shaw from Career Service • Group Community Service Project
Intended Outcomes
• • • • • • Students improve academic performance Students will build a cohort of friends and colleagues that will support each other in realizing their goals Students will become more polished and comfortable in professional settings Students will take more seriously the consequences of their decisions Students will feel a sense of belonging, institutional fit Improve the rate of retention and persistence to graduation
Here’s what members of the Academy have to say: “It far surpassed my expectation because this is something that can be looked at and taken seriously.” “It was great because I used some ideas and applied them in my school and life.” “From the meeting, to the business cards, I am proud to say I am a part of this Academy.” “I would like to make this a strong established program on campus.” “The Academy met my expectation because it taught me great leadership qualities and helps my career in the future.” “The community service was also of great assistance. It's always good to give back and help out.”
Next Steps: The Academy will continue in 2013-14.
For additional information, please contact: Malcolm Hicks mhicks1@daemen.edu 839-8249 Adriane Williams awilliams@daemen.edu 839-8228 Karen Moronski-Chapman kmoronski@daemen.edu 566-7879

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Title III Retention Intervention:
The Interdisciplinary Minor in Entrepreneurship
Rationale
Developing an entrepreneurial mindset helps students prepare for a successful future in a competitive marketplace. Entrepreneurship studies help students to envision and take advantage of opportunities beyond graduation that are provided by a Daemen education, regardless of major. Retention and graduation rates are dependent upon students visualizing a bright future that is a successful return on their investment in education. Entrepreneurship is a “life-skill” that does not end once an individual opens a business, starts a not-for-profit, or joins an existing organization. These "life skills" aligned with the mission of Daemen College to “prepare students for life and leadership in an increasingly complex world.” The Minor in Entrepreneurship introduces students to the skills needed to effectively and creatively implement successful initiatives that will shape their community, lead to great personal satisfaction, and be a key economic driver. A liberal arts education provides the necessary lens to view the entrepreneurial mindset and encourages students to find creative and innovative ways to apply their knowledge. The ability to think creatively, examine challenges, and identify opportunities are important for lifelong success in all career paths.
Daemen College Entrepreneurship by the numbers 2012-2013
• • • • • • • • • • 122 students in entrepreneur courses (2012-13) 48 declared Entrepreneur minors (2012-13) 20 minors from the liberal arts and sciences 12 students presented business plans at the Academic Festival 2013 3 students have started sustainable businesses post graduation 7 students graduated in 2013 with the minor completed 6 experts participated in The Nancy Gacioch Entrepreneur Lecture Series 4 classes of ENTRE 201 (2013-14) 2 classes of ENTRE 301 (2013-14) 2 classes of ENTRE 401 (2013-14)
Entrepreneur 401 students present at the 2013 Academic Festival to a panel of area entrepreneur experts
Michelle Stevens of Buffalo Cheese Traders and Ethan Cox of Community Beer Works present to full house.
RETENTION: Increase retention rates (first year to second year) by creating a learning community in ENTRE 201 with IND 101, enabling freshmen students from different majors to interact through the perspective of different disciplines and diverse fields of study. Encouraging personal growth while pursuing innovation and creative problem solving. INNOVATION: The Entrepreneur program worked closely with the WNY consortium to create the first Regional competition for The NYS Student 2 Business Challenge. We had one team selected to compete regionally, The Daemen College Accounting Lab. The team placed second in the social entrepreneurship/nonprofit category and presented at the state competition in Albany.
The Daemen College Accounting Lab Team
PERSISTENCE: Ongoing support for our Entrepreneur students to create sustainable business models and best practices within their field of study beyond graduation. We collaborated with local entrepreneurs, incubators and business leaders to create shadowing, mentoring and internship opportunities. Five entrepreneur students participated in the Buffalo Franchise Expo. Ten entrepreneur students competed in StartUp Buffalo weekend. EXPERIENCE: The Nancy Gacioch Entrepreneur Lecture Series, presented six local and national entrepreneurs this year. Each speaker highlighted specific entrepreneur topics, follow your passion, think creatively to solve a challenge, market research, risk assessment, focus locally - act globally, and sustainability. For additional information, please see: Cathaleen Curtiss Entrepreneurship Program Coordinator Wick Patio Office #207 ccurtiss@daemen.edu 566-7877
Students, Staff and the community enjoy The Nancy Gacioch Entrepreneur Lecture Series

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... through Professional Development and Course Redesign Opportunities for Faculty
Title III Funding Opportunities for Faculty from the Title III Instruction and Student Success Committee (ISSC)
Faculty are invited to apply for funds for professional development, course redesign, and student success projects. Priority funding areas aligned with Title III goals: • Faculty teaching gateway courses • Faculty working on interventions for students underprepared for college-level work, • Faculty developing strategies to promote the success of students who are underrepresented in higher education
Funding Categories:
Summer Institutes for Course and Instruction Redesign
These funds are designed to be used primarily by faculty who participate in a topical summer institute (e.g., STEM teaching) then spend significant time to redesign a course or include new pedagogies. Examples: CMP 97 course redesign to improve pedagogy and align better with CMP 101 BIO 109 & BIO 110 Labs redesigned to be inquiry-based CHE 110 revised to include blended learning pedagogies
Funding to bring in guest speakers for workshops or professional development consultants
Example: Aligned with the goal of improving outcomes for underrepresented students, guest speakers from the University of Akron presented on building cultural competencies
Instructional supplies - Technology (e.g., clickers), software, books, equipment, etc.
Examples: NROC Membership to have access to supplemental course content; VARK Learning Styles Survey; computer and accessories to create Natural Sciences videos
Travel to conferences focused on high impact pedagogies, student success, etc.
Examples: Three faculty attended the First Year Experience Conference; several attended the UAC advising conference; one faculty member attended Joint Mathematics Conference
To apply for funds, visit the Daemen Title III Google Site:
https://sites.google.com/a/daemen.edu/title-iii/funding-opportunities.

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Title III Retention Intervention:
Course Design for BA 147
The Student-Athlete First Year College Experience
Rationale
Through the implementation of BA 147, the Department of Athletics is hoping to minimize the number of academically at-risk students identified at midterm and the close of each semester by providing for First Year Student-Athletes the support they need academically to be successful in the classroom.
Overview
This seminar style course offered to first year student-athletes will aid with the adjustment and transition to the college while helping these student-athletes develop a better understanding of themselves, their dual role as student and athlete, Daemen College, and each other. This course will focus on a variety of topics that will impact the student-athlete during their first year at Daemen College including scheduling, travel and representing the College on campus and in the Western New York community.
Goals
The goal in the creation and implementation of this course is to instill a skill set in enrolled student-athletes that will help lay a foundation for future academic success through retention and graduation. One of the learning objectives is for student-athletes to develop learning tools that help them stay motivated, independent learners who understand their role in the campus community of peer learners.
Program Details
Target Population: First Year Freshman and Transfer Student-Athletes
Participants: (students, faculty, other): First Year Freshman and Transfer Student-Athletes
Contact Hours: Fall 2013 BA 147 Section 01 Meets on Wednesday mornings from 8:00-8:55am and BA 147; Section 02 Meets on Thursday afternoons from 4:00-4:55pm. Activities: This course will be developed into weekly learning topics/modules and will include a blend of lecture, group discussion, guest speaker presentations (Career Services, Academic Advisement, Established Student-Athletes, Learning Center, Counseling Services), round table presentations, reading of the course text, as well as set assignments to be used to assess the student-athlete’s working knowledge of key concepts.
Outcomes
Short Term Impact: To provide first year student-athletes with the support they need to become successful in their dual role as student and athlete. Long Term Impact: Fewer academically at-risk student-athletes identified at midterms and the close of each semester.
Assessment Measures
To assess the effectiveness of this course and the impact it has on the student-athletes enrolled, we will track and compare students within this class and students who are not enrolled (i.e., students enrolled in BA 101). Additionally, we will monitor student-athletes for the duration of their academic career here at Daemen College, tracking graduation, retention and persistence rates. We will use a self-study instrument that the Department of Athletics uses as part of its transition to NCAA DII to analyze and report our findings.
For additional information, please contact:
Jessica M. Gorski Assistant Athletic Director for Sport Administration Senior Woman Administrator jgorski1@daemen.edu 566-7860

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Title III Instructional Supplies Award:
Q-Methodology Software for Research Study on First Year Student Fears Related to Entering College
Rationale
Several studies have been dedicated finding out why freshmen withdraw from college and what makes them continue on with their studies (viz., Cabrera et al. 2006; Terenzini et al. 1994; Webster & Yang, 2012). However, no study has addressed this concern before these students enter their freshmen year. Transitioning from high school, and in some cases, leaving home for the first time, can be an overwhelming and daunting experience. Identifying issues about freshmen fears may assist colleges and universities in preparing for this transition and successfully supporting students in this life changing experience.
Overview
The purpose of this research is to explore concerns of incoming freshmen into a four-year postsecondary institution. Based on the results, Daemen College can more readily anticipate, address and solve these issues through new student orientation sessions and working with student life to increase retention and persistence rates. The PCQ software purchased through Title III Instructional Supplies funds will indicate what opinions the students note that have statistical significance. This study will study incoming first year students for three to five years. Data gathered from 208 incoming first-year students in 2013 will be analyzed using the Q-Method Sort Technique according to varying demographic information collected from respondents (age, gender, ethnicity, and first generation college student). The Q-Method of analysis is used in social science and other fields to detect and study opinions from individuals who combine a person’s own opinions (qualitative) about a particular topic with a statistical analysis (quantitative) to discover if the separate opinions are statistically significant. Through TIII Instruction Supplies funding, PCQ for Windows Standard Edition was purchased to better facilitate the Q Method sorting.
Goals
This research will provide information for intervention programs at Daemen College designed to address student anxieties leading to increased retention and persistence rates amongst all student populations including those in underrepresented groups and first generation college students. Results of the study will be used to inform such intervention programs like academic orientation, extended orientations, Summer bridge programs, and future initiatives aimed at increasing the retention and persistence rates of Daemen College students.
Next Steps:
• Complete the q-method analysis for 2013 incoming first year students. • Prepare research report for Daemen College offices and initiatives • Present research in appropriate journals about student life, q-methodology, and academic interventions
For additional information, please contact: Bruce A. Shields, Ph.D. Principle Investigator Associate Professor bshields@daemen.edu Michael R. Berta, Ed.D. Director of Experimental Classroom Taylor C. Miller Daemen Education Student

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Title III Gateway Intervention:
Math 124 Intersession Challenge
Rationale
Math 124 is the gateway to the sciences for students majoring in science-oriented majors. In 2009 only 49% of students earned a C or better in the course. Not receiving a C or better prevents many students from making progress in their major and extends their time at Daemen, if they are retained. A program was developed to prepare students to successfully complete the requirements for MTH 124 during the January intersession so that they could progress into the science courses required for their majors.
Overview
The program meets daily during the intersession for 13 meetings. Instruction involves both lecture and exercises using ALEKS software. Homework problems are also assigned. The small class size and two student assistants allow for more individual attention to building specific strengths. At the end of the program, a departmental challenge examination is given. Students who do well on the exam are able to change their registration to include sciences as needed.
Goals
The goal is to help students build sufficient knowledge and skills so they can demonstrate, on the challenge exam, that they have the prerequisite mathematics background to begin the science course sequence. The intersession program thus contributes to the Title III goals of both retention and persistence.
Program Details
Target Population: Students having a science-based major and having done very well in MTH 97 or poorly in MTH 124 because of the probability that they were the best prepared to benefit most during a short, intensive program. Recruitment: Students were recruited based on having a science-based major and having done very well in MTH 97 or poorly in MTH 124. Recruiting was done through the Math Department.
Participants: 2011 (Daemen-funded, prior to Title III) Instructor: Ms. Leya Parks (adjunct), 8 students 2012 Instructor: Prof. Claudiu Mihai, 5 students 2013 Instructor: Mr. Jeremy Hall, 2 student assistants, 11 students
Contact Hours: Prof. Claudiu Mihai (2012) – 52 hours (4 hrs/ day throughout the intersession) Mr. Jeremy Hall (2013) – 52 hours (4 hrs/ day throughout the intersession) Activities: MTH 124 aligned worksheets used to reinforce learning. Learning Objectives: Strengthen understanding and application of general college algebra.
Outcomes
2013: 4 of 11 earned credit for MTH 124 • 8 of 11 are registered for fall 2013 • 4 of those who did not received credit for MTH 124 took it again in the spring • 1 passed, 1 failed, 2 withdrew • “If you’re not ready to work and dedicate at least 6 hours a day on math after class then just stay home. This program is a challenge but the possible chance to pass 124 is worth it.”-Student in 2013 program 2012: 3 of 5 are registered for fall, 2013 • 1 of 5 was suspended and 1 left after spring 2012 (both had c.gpa’s of below 2.00) • The 3 who are continuing have changed their majors and have c.gpa’s above 2.0 • “The class is difﬁcult but as long as [you] come and are prepared to learn you will do just ﬁne. The hours in the beginning might look scary but after the ﬁrst 2 days you do not even realize that you are in class and you actually are disappointed when the time is up because you want to learn and master the material.” - Student in 2012 Program
Next Steps: Continue the program.
For additional information, please contact: Mr. Jeremy Hall Math Coordinator DS 255 jhall@daemen.edu 839-8318 Dr. Intisar Hibschweiler Chair, Department of Mathematics DS 339 ihibschw@daemen.edu 839-8322